Chapter Summary: The Shame of the NationPreparing Minds for MarketsBy Kelsey, Lindsay, and Tiffany
Chapter Summary
1. What is the significance of the chapter's title?
The significance of this chapter's title is to introduce how many schools are limiting students' options by preparing them for only one field. Instead inspiring them to be whatever they want, administrators are pushing managerial positions and doubting the potential of students. They are be prepared for specific positions at a young age when their potentials and minds are malleable.
2. What historical events, terms, ideas, or concepts are mentioned in this chapter that you feel you need to understand more clearly in order to fully appreciate the text?
In order to fully appreciate the text, one would have to comprehend the history of "Separate but Equal" during the Civil Rights movement. In lower performing schools, students are not given the same opportunities and support as students in more affluent communities. Simply because they live in a struggling school district, their potentials are limited to managerial positions. Just like during the Civil Rights movement, segregated schools are not receiving a truly equal education.
3. What questions does this chapter lead you to ask about public schools in Rhode Island?
How segregated are Rhode Island schools?
What are the better performing schools in Rhode Island?
Do Rhode Island schools have manager positions like the ones in this chapter?
What Rhode Island schools have the highest percentage of students progressing to higher education?
What's the average graduation rate of RI schools?
4. What questions does this chapter make you ask about current trends, issues, and or reform strategies that are happening currently in American public schools?
Why are we limiting our students?
Why does everything have to be so structured?
If a teacher is the leader of their classroom, why don't they have the option to teach their class how they would like to?
Why is there a uniform way of teaching when there is not a uniform way of learning?
5. If we could ask Rhode Island teachers some questions about school conditions, what might we ask them based on this chapter?
Do you feel restricted in your lesson plans?
In your opinion, what would be the most effective ways to begin reforming schools?
What is the average student like?
6. If we could ask Rhode Island students some questions about school conditions, what might we ask them based on this chapter?
Do you feel like your options are being limited in school?
If you taught the class, how would you teach it?
What do you like about your teacher's teaching strategies?
Chapter Summary
1. What is the significance of the chapter's title?
The significance of this chapter's title is to introduce how many schools are limiting students' options by preparing them for only one field. Instead inspiring them to be whatever they want, administrators are pushing managerial positions and doubting the potential of students. They are be prepared for specific positions at a young age when their potentials and minds are malleable.2. What historical events, terms, ideas, or concepts are mentioned in this chapter that you feel you need to understand more clearly in order to fully appreciate the text?
In order to fully appreciate the text, one would have to comprehend the history of "Separate but Equal" during the Civil Rights movement. In lower performing schools, students are not given the same opportunities and support as students in more affluent communities. Simply because they live in a struggling school district, their potentials are limited to managerial positions. Just like during the Civil Rights movement, segregated schools are not receiving a truly equal education.3. What questions does this chapter lead you to ask about public schools in Rhode Island?
4. What questions does this chapter make you ask about current trends, issues, and or reform strategies that are happening currently in American public schools?
5. If we could ask Rhode Island teachers some questions about school conditions, what might we ask them based on this chapter?
6. If we could ask Rhode Island students some questions about school conditions, what might we ask them based on this chapter?